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Evidence Guide: PSPLAND503A - Manage native title future act processes

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

PSPLAND503A - Manage native title future act processes

What evidence can you provide to prove your understanding of each of the following citeria?

Assess a future act

  1. The nature of the future act is identified.
  2. Legislative provisions relating to the future act are identified.
  3. Assessment is conducted and documented in accordance with legislative provisions, organisational policy and procedures.
The nature of the future act is identified.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Legislative provisions relating to the future act are identified.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessment is conducted and documented in accordance with legislative provisions, organisational policy and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Observe procedural requirements

  1. Procedural notices are prepared and issued to native title applicants and representative bodies.
  2. Comments and submissions are received and assessed in accordance with organisational policy and procedures.
  3. Stakeholders are advised of outcomes of assessment in accordance with legislative requirements.
  4. Good faith negotiations are conducted and assessed against criteria.
  5. Recommendations are made for either project approval or additional negotiation.
Procedural notices are prepared and issued to native title applicants and representative bodies.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Comments and submissions are received and assessed in accordance with organisational policy and procedures.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Stakeholders are advised of outcomes of assessment in accordance with legislative requirements.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Good faith negotiations are conducted and assessed against criteria.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recommendations are made for either project approval or additional negotiation.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Coordinate processes for indigenous land use agreements

  1. The jurisdiction's interests are presented and addressed in negotiations on indigenous land use agreements.
  2. Good faith negotiations are ensured and agreement on desired outcomes from negotiating parties is obtained.
The jurisdiction's interests are presented and addressed in negotiations on indigenous land use agreements.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Good faith negotiations are ensured and agreement on desired outcomes from negotiating parties is obtained.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Record outcomes and monitor compliance

  1. The effect on native title rights and interests of all future acts is recorded in the organisation's information systems.
  2. Conditions included within registered agreements are monitored and adhered to.
The effect on native title rights and interests of all future acts is recorded in the organisation's information systems.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conditions included within registered agreements are monitored and adhered to.

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

The Evidence Guide specifies the evidence required to demonstrate achievement in the unit of competency as a whole. It must be read in conjunction with the Unit descriptor, Performance Criteria, the Range Statement and the Assessment Guidelines for the Public Sector Training Package.

Units to be assessed together

Pre-requisite units that must be achieved prior to this unit:Nil

Co-requisite units that must be assessed with this unit:Nil

Co-assessed units that may be assessed with this unit to increase the efficiency and realism of the assessment process include, but are not limited to:

PSPETHC501B Promote the values and ethos of public service

PSPGOV503B Coordinate resource allocation and usage

PSPGOV504B Undertake research and analysis

PSPLAND501A Review planning documents and environmental assessments

PSPLAND502A Develop and market public land

PSPLEGN501B Promote compliance with legislation in the public sector

Overview of evidence requirements

In addition to integrated demonstration of the elements and their related performance criteria, look for evidence that confirms:

the knowledge requirements of this unit

the skill requirements of this unit

application of the Employability Skills as they relate to this unit (see Employability Summaries in Qualifications Framework)

management of native title future act processes in a range of (3 or more) contexts (or occasions, over time)

Resources required to carry out assessment

These resources include:

legislation, policy, procedures and protocols relating to the management of native title future act processes

case studies and workplace scenarios to capture the range of situations likely to be encountered when managing native title future act processes

Where and how to assess evidence

Valid assessment of this unit requires:

a workplace environment or one that closely resembles normal work practice and replicates the range of conditions likely to be encountered when managing native title future act processes, including coping with difficulties, irregularities and breakdowns in routine

management of native title future act processes in a range of (3 or more) contexts (or occasions, over time)

Assessment methods should reflect workplace demands, such as literacy, and the needs of particular groups, such as:

people with disabilities

people from culturally and linguistically diverse backgrounds

Aboriginal and Torres Strait Islander people

women

young people

older people

people in rural and remote locations

Assessment methods suitable for valid and reliable assessment of this competency may include, but are not limited to, a combination of 2 or more of:

case studies

portfolios

questioning

scenarios

simulation or role plays

authenticated evidence from the workplace and/or training courses

For consistency of assessment

Evidence must be gathered over time in a range of contexts to ensure the person can achieve the unit outcome and apply the competency in different situations or environments

Required Skills and Knowledge

This section describes the essential skills and knowledge and their level, required for this unit.

Skill requirements

Look for evidence that confirms skills in:

interpreting legislation relating to public land administration and native title

recording information in systems, databases and other sources

consulting with Indigenous people and expert advisers

responding to diversity, including gender and disability

negotiating agreements in good faith

preparing procedural notices

generating documentation to organisational standards

applying public sector legislation such as occupational health and safety, environment, anti-discrimination and diversity in the context of native title future act processes

Knowledge requirements

Look for evidence that confirms knowledge and understanding of:

legislation, policies and procedures relating to Crown/State land and native title

the different types of organisational records that need to be noted or updated and in what circumstances

organisational delegations

cultural and heritage factors that might affect land use

Aboriginal customs and culture relevant to native title

public sector legislation including occupational health and safety and environment in the context of native title future act processes

Range Statement

The Range Statement provides information about the context in which the unit of competency is carried out. The variables cater for differences between States and Territories and the Commonwealth, and between organisations and workplaces. They allow for different work requirements, work practices and knowledge. The Range Statement also provides a focus for assessment. It relates to the unit as a whole. Text in bold italics in the Performance Criteria is explained here.

Evidence for an assessment may include:

native title application material

cadastral records

government gazettes

aerial photography

maps

development plans

tenure records

field reports

Organisational procedures may include:

statutory and regulatory requirements

industry practices

manual or electronic applications

Organisational procedures may be specified in:

office practice guidelines

computer training manuals

executive directives

court or tribunal directions

Stakeholder may be:

native title holders

traditional owners

native title applicants

Aboriginal people with an interest in an area

representative bodies

State/Territory governments

private developers

National Native Title Tribunal

community interest groups

Local Government

Information systems may include:

Federal Government registers

State Government registers

other public registers including those maintained by academic institutions